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Transformative Inclusion for SOGIE Practice in Play Therapy

CE Hours 3

About this course

"Transformative Inclusion for SOGIE Practice in Play Therapy" is an innovative three-hour course meticulously crafted to empower play therapists with the essential knowledge and competencies needed to cultivate inclusive environments for individuals with diverse Sexual Orientation, Gender Identities, and Expression (SOGIE). Drawing from the SafeZone Trainings, this course addresses the imperative for inclusivity within play therapy. Built upon the robust foundation of the LGBTQ+ SafeZone Trainings, this course delves into various crucial topics, including LGBTQ+ terminology, language nuances, etiquette, and effective strategies for nurturing safe and welcoming spaces. While the core curriculum is readily accessible through complimentary downloads or self-paced online modules, this course elevates the learning experience through live instruction led by an experienced play therapist. Distinguished by its dynamic approach, this course transcends conventional training methods by integrating interactive exercises and supplementary materials grounded in cognitive behavioral therapy, systems theory, and a child-centered play therapy framework. Participants are not only educated on LGBTQ+ issues but are also encouraged to engage in critical self-reflection, exploring the intricate interplay between their own beliefs, experiences, and professional interactions. Through this introspective journey, participants gain profound insights into the pivotal role their attitudes and language choices play in shaping the safety and well-being of LGBTQ+ individuals. This transformative course invites play therapists to embark on a journey of discovery, empowerment, and growth, equipping them with the tools and insights necessary to foster an inclusive and affirming therapeutic space where individuals of all SOGIE backgrounds can thrive.

Learning Objectives

  • List a comprehensive vocabulary of LGBTQ+ terminology, concepts, and identities, fostering greater cultural competence and sensitivity.
  • Explain the nuanced impact of personal beliefs and experiences on interactions with LGBTQ+ individuals within the context of play therapy.
  • Explain the importance of establishing safe and affirming playrooms conducive to the emotional well-being of LGBTQ+ clients.
  • Apply transformative inclusion principles to actively promote equity, diversity, and inclusivity within the practice of play therapy, fostering an environment of acceptance and support for all clients.

Learning Levels

  • Beginner-Advanced

Target Audience

This educational activity is intended for behavioral health professionals, including Psychologists, Social Workers, Counselors, MFT and Play Therapists.

Course Instructor(s)

  • Kurt W. Oster, LBS, LICSW-S, LCSW-QS, BCD, Registered Play Therapist™

    A transformative innovator, entrepreneur, educator, author, and social worker passionate about driving change, Kurt W. Oster, LBS (PA), LICSW-S (AL & MN), LCSW- QS (FL), LCSW (PA & VA), BCD, RPT™ & Certified Playmaker is entering his sixteenth year in the mental health field. He is the Owner/President & CEO of VonOstir Innovation Services, PLLC, and the Chief Clinical Officer of Aspire Integrated Healthcare Solutions, LLC.

    Mr. Oster is a Pennsylvania Licensed Behavioral Specialist (LBS), an Alabama Licensed Independent Clinical Social Worker (LICSW), a Florida, Pennsylvania, & Virginia Licensed Clinical Social Worker (LCSW), and a Florida and New Jersey Certified PreK-12 School Social Worker (CSSW). He is a Member of the American Academy of Experts in Traumatic Stress, a Board-Certified Diplomate in Clinical Social Work (BCD), and a Registered Play Therapist (RPT)™. In April 2024, Mr. Oster became a Certified Playmaker with the Life is Good Playmaker Project.

    Mr. Oster holds a Bachelor of Arts with Honors in Urban Studies from Rutgers University, a Master in Social Work (MSW) from the University of Pennsylvania, a Master of Arts in Teaching (MAT) from the University of Southern California, and a Master of Science (MS) in Homeland Security and Emergency Management from Colorado Technical University. Additionally, Mr. Oster holds certifications including the ADHD-Certified Clinical Services Professional (ADHD-CCSP), Autism Spectrum Disorder-Clinical Specialist (ASD-CS), Certified Clinical Trauma Professional (CCTP), and FEMA Professional Continuity Practitioner, Level I.

    As an LCSW, Mr. Oster serves children, adolescents, young adults, their families, LGBTQIA+, and individuals working through Trauma. Outside of his clinical practice, Mr. Oster is an author and presents information on youth civic engagement, SOGIE mental health, disaster preparedness, and emergency management to the international community. Mr. Oster, LBS, LCSW, ACSW, BCD, RPT™, is currently writing his first textbook in LGBTQ+ Play Therapy, which will be published in June 2025.

Disclosure

DISCLOSURE OF RELEVANT FINANCIAL RELATIONSHIPS CE Learning Systems adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity ― including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests). The following relevant financial relationships have been disclosed by this activity’s planners, faculty, and the reviewer: PLANNERS AND REVIEWER The planners of this activity have reported that they have no relevant financial relationships. FACULTY The faculty of this activity have reported that they have no relevant financial relationships.

References

  • American Psychological Association. (2015). Guidelines for psychological practice with transgender and gender nonconforming people. American psychologist, 70(9), 832-864. DOI: 10.1037/a0039906.
  • Ashley, F. (2020). Homophobia, conversion therapy, and care models for trans youth: Defending the gender-affirmative approach. Journal of LGBT Youth, 17(4), 361-383. DOI: https://doi.org/10.1080/19361653.2019.1665610.
  • Byrd, R., Lorelle, S., & Donald, E. (2021). Transgender and gender-expansive affirming child-centered play therapy. International Journal of Play Therapy, 30(2), 146. DOI: https://doi.org/10.1037/pla0000155.
  • Clarke, M., Farnan, A., Barba, A., Giovanni, K., Brymer, M., & Julian, J. (2022). Gender-affirming care is trauma-informed care. Los Angeles (CA): National Center for Child Traumatic Stress.
  • Committee on Psychosocial Aspects of Child and Family Health, Siegel, B. S., Perrin, E. C., Pawelski, J. G., Siegel, B. S., Dobbins, M. I., ... & Smith, K. (2013). Promoting the well-being of children whose parents are gay or lesbian. Pediatrics, 131(4), 827-830. DOI: https://doi.org/10.1542/peds.2013-0376
  • Drewes, A.A. (2011). Integrating Play Therapy Theories into Practice. In Drewes, A.A., Bratton, S.C. and Schaefer, C.E. (Editors). Integrative Play Therapy. John Wiley and Sons, Inc.
  • Gold, M. (2018). The ABCs of L.G.B.T.Q.I.A.+. The New York Times. Retrieved from: https://www.nytimes.com/2018/06/21/style/lgbtq-gender-language.html
  • Gray, L.(2018). LGBTQ+ Youth. A Guided Workbook to Support Sexual Orientation and Gender Identity. Pesi Publishing.
  • Johnson, K. (2019). SOGIE Handbook. Sexual Orientation, Gender Identity, and Expression Affirming Approach and Expansive Practices. Health Research, Inc. Retrieved from https://onecirclefoundation.org/media/pdfs/SOGIE_Handbook.pdf.
  • Landreth, G.L. (2024). Play Therapy. The Art of the Relationship. (4th Edition). Routledge.
  • Levenson, J. S., Craig, S. L., & Austin, A. (2023). Trauma-informed and affirmative mental health practices with LGBTQ+ clients. Psychological Services, 20(S1), 134. DOI: https://doi.org/10.1037/ser0000540
  • Moore, C., & Dukes, C. (2019). The value of identity: Providing culturally-responsive care for LGBTQ+ patients through inclusive language and practices. Delaware Journal of Public Health, 5(3), 6. DOI: https://doi.org/10.3281/djph.2019.06.003
  • Rossi, A. L., & Lopez, E. J. (2017). Contextualizing competence: language and LGBT-based competency in health care. Journal of Homosexuality, 64(10), 1330-1349. DOI: https://doi.org/10.1080/00918369.2017.1321361
  • Schaefer, C. E., & Drewes, A. A. (2011). The therapeutic powers of play and play therapy. In C. E. Schaefer (Ed.), Foundations of play therapy (pp. 15–25). John Wiley & Sons Inc.
  • Stutey, D. M., Klein, D. E., Henninger, J., Crethar, H. C., & Hammer, T. R. (2020). Examining gender in play therapy. International Journal of Play Therapy, 29(1), 20. DOI: https://doi.org/10.1037/pla0000108
  • Smelser, Q. K. (2021). Exploring gender and sexuality using play therapy. In E. Gil & A. A. Drewes (Eds.), Cultural issues in play therapy (2nd ed., pp. 90–110). The Guilford Press.